Sentences with phrase «effective leaders design»

Effective leaders design plans in the spring and summer that will produce short - term wins within the first few weeks of school.

Not exact matches

The program was designed to provide chefs with the tools and support they require to be effective leaders and advocates for food - system change.

Recognized as a leader in sustainable architecture, Mapos creates customized design processes that integrate community sustainability, effective technologies, and building systems.

Is the problem due, in part, to the very rules once designed to give us effective school leaders?

Beyond its contribution to the design of more effective teaching strategies, science can help policymakers and civic leaders understand how adverse, early childhood experiences disrupt brain architecture, and how effective interventions can shift the odds toward more favorable outcomes.

Research in both education and the private sector has shown that designing an effective compensation system, one that encourages employees to work toward an organization's goals, requires the involvement and support of employees and their leaders.

In addition, Kim consults, speaks, and teaches courses for school leaders, with a special focus on teacher supervision and evaluation, time management, the effective use of student assessments, and curriculum unit design (in collaboration with Jay McTighe and Associates).

Preston was a highly effective teacher and school leader, who was eager to create a better instructional design.

The Committee is currently inviting written submissions addressing the following topics: - The purpose of primary assessment and how well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessment

Our approach to achieving this goal focuses on three objectives: (1) to develop a reliable, predictive panel of biomarkers (including both biological and bio-behavioral measures) that can identify children, youth, and parents showing evidence of toxic stress, and that can be collected in pediatric primary care settings; (2) to conduct basic, animal and human research on critical periods in development and individual differences in stress susceptibility, thereby informing the timing and design of a suite of new interventions that address the roots of stress - related diseases early in the life cycle; and (3) to build a strong, community - based infrastructure through which scientists, practitioners, parents, and community leaders can apply new scientific insights and innovative measures to the development of more effective interventions in the first three postnatal years.

It is only by understanding how these local leaders actually make decisions, and the role of research in this process, that we can begin to design interventions that promote more effective uses of research.

To be the most effective educational leaders, we need to design a balance between managing the operational side of our roles and the creativity and vision needed to challenge the status quo.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

Well - designed preparation programs are structured to support the development of these knowledge and skills so that teacher leaders can be effective in their work to improve instruction.

Well - designed preparation programs help ensure that reform efforts are succesful by equipping teacher leaders with the necessary knowledge and skills to be effective in their work to improve instruction.

A leader granted release time, focused on relationship building with families and deeply engaged in school design should be an effective «jump - start» to propel a school to a new level of achievement.

Developed according to the Standards for Principals through the Colorado Department of Education and State Board of Education, our Principal Licensure program is designed to graduate effective administrators and instructional leaders.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

The ILMP is designed to help you become a more confident and effective leader.

Design personalized learning opportunities for teachers that lead to effective use of digital tools and resources, and inspire teachers to become lifelong learners and leaders in their schools and professional communities.

Driven by the belief that when you improve the board's performance, you improve the school's performance, this session is designed to help school leaders and board members effectively confront common challenges to building and sustaining an effective school board.

The college's nationally recognized program this month was named a partner of the new Chicago Leadership Collaborative, Mayor Rahm Emanuel and CPS CEO Jean - Claude Brizard's initiative designed to develop a pipeline of highly effective school leaders.

A 2010 research review found only 11 studies that included findings on teacher - leader selection — and not one offered practical guidance for school administrators interested in designing an effective selection process.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

From this beginning, our approach brings together what we believe to be the three essential principles of effective school improvement — tools and resources designed to inspire and facilitate new and better ways of working, implemented with the support of expert and experienced advisers through a proven and quality assured implementation process that provides leaders and governors with clarity around impact, sustainability and value for money.

Match Workshops are designed for teachers, experienced or aspiring instructional coaches or school leaders who are looking to build new skills, acquire helpful tools and resources, and learn about key practices we have refined through our work running high - performing schools and training effective teachers.

Indiana New Administrator Leadership Academy: The INALI is designed to help beginning administrators become effective instructional leaders and to quickly and comfortably assume the responsibilities of building administration.

This seven - part series is designed to help school leaders and staffs translate Common Core State Standards into coherent, content - rich curriculum and effective, classroom - level lessons.

When selecting or designing an interim assessment aligned to state standards, highly effective principals and district leaders work with teachers to drill down to this level of specificity, and they continually push as far beyond the state standards as their students and teachers are ready to go.

This workshop shares our approach to professional development with the goal of helping instructional leaders design and lead professional development that gets teachers practicing the skills of effective instruction.

To help better prepare and support leaders in today's challenging environment, the Penn Educational Leadership Simulations Program (PELS Program) utilized the Experience Design Process to offer cost - effective and experiential simulations to prepare and support principals and superintendents that build on the real - life practices and expertise of veteran school and district leaders.

In addition, Kim consults, speaks, and teaches courses for school leaders, with a special focus on teacher supervision and evaluation, time management, the effective use of student assessments, and curriculum unit design.

«This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders to support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

Jon Schnur, cofounder of New Leaders (a school leadership nonprofit), underscored the importance of highly effective educators and called for the bill to provide substantial incentives to states that design better teacher and principal evaluation systems.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

About New Leaders New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the cLeaders New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the cLeaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the cleaders and designs effective leadership policies and practices for school systems across the country.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

Date: April 2015 Purpose: RFP for teacher networks, designed to deepen the implementation of the Common Core by leveraging effective tools and strategies; teacher leaders capable of scaling them to teachers in national and local networks; and network / system partnerships Amount: $ 3,510,000 Term: 21 Topic: College - Ready Regions Served: GLOBAL NORTH AMERICA Program: United States Grantee Location: San Francisco, California Grantee Website: http://www.WestEd.org

Designed to help school system leaders rethink today's digital media landscape, the updated resource tackles key questions and offers effective solutions to help districts update their AUPs.

Universally Designed Leadership is a must - read for any education leader who wants to create more equitable, inclusive, and effective learning environments.

New Leaders: New Leaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cLeaders: New Leaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cLeaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cleaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cleaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the country.

Coaching 101 for Leaders is a six - hour training designed to assist school and district leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate Leaders is a six - hour training designed to assist school and district leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate change.

Our Aspiring Middle Leaders programme is designed for teachers who have shown the potential to become highly effective middle lLeaders programme is designed for teachers who have shown the potential to become highly effective middle leadersleaders.

To be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design, curriculum, and coaching.

Jim Hemgen, ASCD managing director of professional learning services, offered the following description of the content included in this institute: «This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

Designed in conjunction with the Great Principals at Scale: Creating District Conditions that Enable All Principals to be Effective report, the Toolkit provides resources for district leaders who want to improve conditions in their district that will enable all of their well - trained principals to be eEffective report, the Toolkit provides resources for district leaders who want to improve conditions in their district that will enable all of their well - trained principals to be effectiveeffective.

This anthology brings the ideas and recommendations of many of the worlds education leaders into one resource that illustrates the many perspectives on effective assessment design and implementation.

Your credentials, interview, portfolio / work samples, and writing sample will be assessed using criteria and an Applicant Selection Rubric designed to ensure consistency and fairness in the admissions process, and the selection of applicants who demonstrate the potential to successfully complete NJ EXCEL Program requirements and become effective school leaders.

Now we can be even more effective as we create new resources and services designed to position librarians as leaders in a digital transformation.»